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Abstrak :
[ABSTRAK
Penurunan kualitas lingkungan terjadi karena kelalaian, ketidaktahuan dan tiadanya etika serta moral terhadap lingkungan. PLH penting diajarkan pada murid SD. Penelitian ini bertujuan untuk (1) menganalisis metode yang digunakan di Sekolah Jepang dan Sekolah Adiwiyata dalam mengajarkan PLH; dan (2) menganalisis metode yang efektif dalam mengajarkan PLH. Metode yang digunakan adalah kuantitatif dengan analisis deskriptif. Penelitian dilakukan di Sekolah Jepang Jakarta dan Bandung; dan sekolah penerima Adiwiyata di DKI Jakarta yaitu SDN Klender 22, SDN Benhil 12, SDN Menteng 02, dan SDN Sungai Bambu 05 serta SDN Sungailiat 05. Responden berjumlah 72 orang guru. Hasil penelitian menunjukkan bahwa metode yang digunakan oleh guru Sekolah Jepang dan Sekolah Adiwiyata dalam mengajarkan PLH adalah metode ceramah, metode pengalaman langsung dan metode diskusi. Pemilihan metode mempertimbangkan tujuan pembelajaran, situasi dan kesiapan pengajar sendiri. Metode yang efektif digunakan untuk mengajarkan PLH di sekolah dasar Adiwiyata dan sekolah Jepang adalah metode pengalaman langsung, metode diskusi dan metode ceramah.

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ABSTRACT
The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective., The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.]

Abstrak :
Penelitian ini dimotivasi oleh pentingnya permainan bagi kehidupan anak usia dini untuk membantu menciptakan iklim yang kondusif yang memberikan kesempatan bagi anak-anak untuk: mengembangkan penerimaan diri dan orang lain, memberikan ide-ide, perasaan, dukungan untuk solusi masalah, membuat keputusan yang tepat, praktek baru perilaku dan bertanggung jawab atas pilihan yang ditentukan sendiri. Penelitian ini bertujuan untuk menghasilkan model bimbingan untuk mengembangkan karakter anak usia dini melalui permainan. Studi penelitian ini menggunakan dan pengembangan pendekatan dengan cumpuran desain metode penelitian. Penelitian ini jelaskan dalam tahapan sebagai berikut: (1) mempelajari konsep teoritis dan kebutuhan pembangunan, (2) mengembangkan model panduan hipotesis untuk mengembangkan karakter anak usia dini, (3) menguji model hipotesis, (4) merevisi hipotesis menjadi model bimbingan yang efektif dalam mengembangkan karakter anak usia dini melalui permainan, (5) mengembangkan panduan guru untuk menerapkan model diuji dan (6) mengembangkan program pelatihan bagi para pengguna model. Studi ini muncul dengan temuan utama bahwa model yang dibangun terbukti efektif untuk mengembangkan karakter anak usia dini. Tiga buklet yang disediakan untuk para pengguna model yang diuji: (1) deskripsi mode diuji, (2) pedoman untuk menggunakan model diuji dan (3) program pelatihan bagi pengguna model yang diuji.

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ABSTRAK
Sistem manajemen rantai pasok adalah sistem yang rumit dengan berbagai entitas yang saling berhubungan dan aktor manusia yang dapat mengambil keputusan. Pemahaman sistem manajemen rantai pasok secara langsung pada sistem membutuhkan waktu yang lama dan biaya yang mahal. Penelitian ini akan membahas penggunaan permainan simulasi sebagai sarana berbasis untuk memahami sistem manaemen rantai pasok. Permainan simulasi ini akan menggabungkan dua buah permainan simulasi yang sudah digunakan di lingkungan departemen teknik industri Universtias Indonesia yaitu PPIC GAME dan Geneshoes. Hasil penelitian ini menunjukan bahwa permainan simulasi berbasis web mampu mengajarkan konsep manajemen rantai pasok pada penggunanya.

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ABSTRACT
SupplyChain Management (SCM) is a complex system which consists of a lot of intercorrelated entities dan human decioan making actor. The full understanding of SCM system by experimenting direcly into the system required lengthly time and expensive. This reserach will propuse the use of web based simulatin gaming as a tools to understand SCM. This Simulationgame will fuse two Simulationgame which have used in departemen of industrial engineerin PPIC GAME and Geneshoes. The result of this research shows that web based Simulation could support the learning of SCM for the player.

Abstrak :
Tujuan Penelitian ini dilakukan untuk melihat asosiasi antara kehadiran dalam kuliah dan nilai ujian. Metode Penelitian ini adalah penelitian potong lintang yang dilakukan di FKUI, kelas khusus Internasional, mulai November 2007 sampai Mei 2008. Kriteria inklusi subyek adalah semua mahasiswa FKUI kelas khusus Internasional yang sedang mengikuti Modul Neuropsikiatri tahun ajaran 2007/2008, sedangkan kriteria eksklusi adalah mahasiswa yang tidak hadir pada ujian yaitu: ujian pilihan ganda ke 1(MCQ1), ke 2 (MCQ2) atau esai. Data yang diambil adalah kehadiran dalam kuliah dan nilai ujian. Data dianalisis menggunakan program SPSS regresi linear untuk melihat korelasi antara kehadiran dalam kuliah dan nilai ujian. Hasil Hasil penelitian menunjukkan bahwa R dan P dari asosiasi antara kehadiran dalam kuliah dan ujian adalah (R= 0.121, P= 0.413), (R= 0.212, P= 0.148), (R= 0.260, P= 0.075), dan (R= 0.280, P= 0.054) untuk MCQ1, MCQ2, esai, dan rerata nilai. Kesimpulan Pada modul Neuropsikiatri, ternyata tidak ada asosiasi antara kehadiran pada kuliah dan nilai ujian. Hal ini mungkin disebabkan oleh berbagai faktor yang telah dibahas, tetapi tidak dianalisis.

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Abstract
Aim This study was conducted to determine the association between presence in lecture and examination scores. Methods This was a cross sectional study, conducted in the Faculty of Medicine University of Indonesia, International Class Program, from November 2007 to May 2008. The subject?s inclusion criterion was FMUI International class students enrolled in the Neuropsychiatry module in 2007/2008. we excluded students who did not attend the examinations i.e. multiple choice questions (MCQ)-1, -2, or essay. The data collected were presence in lecture and examination scores. Data analysis was done using SPSS linear regression to see the association between presence in lectures and exam scores. Results The results showed that the R and P of the association between presence in lectures and exam scores were (R= 0.121, P= 0.413), (R= 0.212, P= 0.148), (R= 0.260, P= 0.075), and (R= 0.280, P= 0.054) for MCQ1, MCQ2, essay, and mean exam scores respectively. Conclusion We failed to show the association between presence in lectures and student knowledge gain. This result might be due to the many factors discussed that were not analyzed in this study.

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Tujuan Untuk mengidentifikai faktor-faktor dominan terhadap sikap partisipasi kritis mahasiswa FK Unissula dalam menyelesaikan masalah masyarakat. Metode Subjek terdiri dari mhasiswa angkatan 2005, 2006 dan 2007. Sikap berfikir kritis diukur dengan menggunakan kuesioner modifikasi EMI: Critical Thinking Disposition Assessment. Untuk mengidentifikasi faktor-faktor risiko yang berhubungan dengan sikap partisipasi kritis mahasiswa dengan pendekatan risiko relatif (RR) yang dihitung dengan regresi Cox dengan time konstan dan menggunakan software STATA 9. Hasil Sebanyak 64,6% (388 dari 600) mahasiswa yang berpartisipasi dalam penelitian ini memilik sikap berpartisipasi baik menghadapi masalah masyarakat. Dibandingkan yang terpapar PBL 1 tahun, yang selama 2 tahun dan 3 tahun mempunyai kemungkinan bersikap partispasif dua kali lipat lebih baik [masing-masing risiko relatif (RR) = 2,07; 95% interval kepercayaan (CI) = 1,37?3,14; dan RR = 2,33 95% CI = 1,55?3,49). Mahasiswa yang terlibat dalam organisasi luar kampus dibandingkan yang tidak terlibat mempunyai kemungkinan 75% lebih banyak bersikap partispasi baik (RR = 1,75; 95% CI = 0,99?3,11). Kesimpulan Untuk meningkatkan partisipasi kritis, selain terlibat dalam kegiatan pembelajaran dengan pendekatan PBL, mahasiswa perlu dibiasakan terlibat dalam kegiatan organisasi di luar kampus.

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Abstract
Aim Developing students? critical thinking and critical participation in solving patients? as well as a community?s problem should become the concern of medical education. This study aimed to identify several factors related to medical students? critical participation behavior. Methods The subjects consisted of students of Sultan Agung Medical School (Unissula), year entry 2005, 2006, and 2007. Critical participation behavior was assessed using modified EMI: Critical Thinking Disposition Assessment. Relative risks (RR) were calculated using Cox regression analysis with constant time. Results 64,6% (388 out of 600) of the students participated in this study. Those who were involved in PBL for two and three years, rather than one year, had twice as high good critical thinking behavior [adjusted relative risk (RR) = 2.07; 95% confidence interval (CI) = 1.37?3.14; and RR = 2.33; 95% CI = 155?3.49, respectively.] Students who were more involved in off- campus organizations had a good critical participation behavior; 75% higher than those who were not involved in off-campus organizations (RR = 1.75; 95% CI = 0.99?3.11). Conclusion Besides involving in PBL learning approach, students should be motivated to be involved in off-campus organizations in order to improve their critical participation behavior.